The aim of this study is to reveal perceptions of pre-service teachers about ‘LEGO robotic instructional practices,’ ‘augmented reality’ and ‘flipped classroom’ concepts through metaphors. The study is descriptive research that was conducted as a survey model. The study group consists of 37 pre-service teachers studying the undergraduate programme of Science Teaching, Faculty of Education of a university in the Western Black Sea Region in the spring semester of the academic year 2016–2017. A form consisting of three open-ended questions was used as a data collection tool during the study. The data acquired were analyzed through content analysis method. Following the study, 15 different metaphors created in relation to the LEGO robotic instructional practices concept were categorized as ‘edutainment tool,’ ‘a technological tool’ and a ‘development tool,’ while 24 different metaphors created in relation to the augmented reality concept were categorized as ‘Perception Of Reality’, ‘A Technological Tool’, ‘Change/Transformation Tool’ and ‘Entertainment Tool’. Moreover, 25 different metaphors created in relation to the flipped classroom concept were classified in two categories as a ‘form of education’ and ‘an education shaping tool’. Moreover, almost all of the metaphors created were observed to have positive features.

这项研究的目的是通过隐喻揭示出职前教师对“乐高机器人教学实践”，“增强现实”和“课堂翻转”概念的看法。该研究是描述性研究，是作为调查模型进行的。该研究小组由37名职前教师组成，他们在2016-2017学年春季学期学习了西部黑海地区一所大学教育学院的科学教学本科课程。在研究过程中，将包含三个开放式问题的表格用作数据收集工具。通过内容分析法对获取的数据进行分析。这项研究之后，针对乐高机器人教学实践概念创建的15个不同的隐喻被归类为“寓教于乐，“技术工具”和“开发工具”，而与增强现实概念相关的24个不同的隐喻则被归类为“对现实的感知”，“技术工具”，“变更/转换工具”和“娱乐工具”。 '。此外，针对翻转课堂概念创建的25个不同的隐喻被分为“教育形式”和“教育塑造工具”两类。此外，观察到几乎所有产生的隐喻都具有积极的特征。与翻转课堂概念相关的25个不同的隐喻被分为“教育形式”和“教育塑造工具”两类。此外，观察到几乎所有产生的隐喻都具有积极的特征。与翻转课堂概念相关的25个不同的隐喻被分为“教育形式”和“教育塑造工具”两类。此外，观察到几乎所有产生的隐喻都具有积极的特征。